To read this content please select one of the options below:

Disruptive Innovations for Teacher Education

Best Practices in Teaching Digital Literacies

ISBN: 978-1-78754-434-5, eISBN: 978-1-78754-551-9

Publication date: 17 September 2018

Abstract

Purpose – The purpose of this chapter is to understand how disruptive innovations related to digital literacy can improve traditional approaches of teacher education.

Approach – First, the evolution of teacher education from tradition to the digital era is discussed, highlighting the evolution of various traditions, theories and models of teacher education. The authors then ask the questions, “Why do teacher education programs continue to lag in the creation of a true alignment with the current needs of modern students?” and “How can this be done and where should we begin?”

Findings – The authors believe that professional growth is the key to teacher success. Reformed teacher education programs where digital literacy is grounded in relevant contexts, collaboration, and multimodal designs will promote collective collaboration among students and teachers. Digital literacies curriculum should draw on multimodalities and position students as producers of knowledge for a public audience. These disruptive forces function to improve traditional notions of teacher education, providing a catalyst to the democratization of knowledge for teacher development.

Practical Implications – Collaboration across digital platforms promotes learning through crowd-accelerated learning, rhizomatic learning, citizen inquiry, massive open social learning, maker cultures, and blockchain platforms. These approaches can foster genuine and relevant learning in teacher education programs, modernizing and matching instructional techniques with the teacher preparation demands of today and tomorrow.

Keywords

Citation

Ortlieb, E., Susca, A., Votypka, J. and Cheek, E.H. (2018), "Disruptive Innovations for Teacher Education", Ortlieb, E., Cheek, E.H. and Semingson, P. (Ed.) Best Practices in Teaching Digital Literacies (Literacy Research, Practice and Evaluation, Vol. 9), Emerald Publishing Limited, Leeds, pp. 1-11. https://doi.org/10.1108/S2048-045820180000009001

Publisher

:

Emerald Publishing Limited

Copyright © 2018 Emerald Publishing Limited